scholarly journals Analysing EMI assessment in higher education

2021 ◽  
Vol 14 (33) ◽  
pp. e15475
Author(s):  
Ana Otto ◽  
José Luis Estrada Chichón
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Formative Assessment ◽  
Mixed Methods Research ◽  
Summative Assessment ◽  
Private University ◽  
Assessment Tools ◽  
Medium Of Instruction ◽  
Assessment Practices ◽  
Research Article

This research article reveals current English as a Medium of Instruction (EMI) lecturers’ assessment practices in a medium-sized (i.e., 12,000 students) private university in Madrid, Spain. The investigation aims to analyse how EMI assessment is conducted; what are the most popular assessment tools that EMI lecturers use; and the role that English as a foreign language plays in EMI teaching. Moreover, this is a mixed-methods research investigation in which data were obtained throughout two tools: One questionnaire (Otto, 218) and two focus groups. All in all, the study clearly verifies that EMI lecturers are not trained enough in terms of EMI teaching in general, and assessment in particular. There are no significant differences between EMI and non-EMI assessment tools, apart from the fact that summative assessment mainly prevails over formative assessment. Final recommendations are provided regarding accurate EMI assessment practices after empirical evidence was gathered.

scholarly journals Use of formative assessment at foreign language classes in higher education institute

2021 ◽  
pp. 74-80
Author(s):  
Yuliya M. Orekhova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Formative Assessment ◽  
Self Regulation ◽  
Educational Process ◽  
Assessment Tools ◽  
Self Report ◽  
Language Class ◽  
Language Classes ◽  
Assessment Technology

The article is devoted to the problem of modernization of the education process in higher education institutes related to the implementation of the new Federal educational standard. The new educational paradigm requires searching for new innovative ways of forming of the key competences for personal and professional development. Russian scientists point to the situation in modern pedagogy when the use of innovative teaching methods contradicts traditional assessment systems. In the context of competence-based approach this contradiction can be eliminated by the introduction of new assessment methods, and then by the creation of assessment tools. The author suggests using the technology of formative assessment for the achievement of the educational and cognitive aspects of a foreign language class and the development of students regulatory skills. The key ideas of formative assessment technology, feasibility of its usage at foreign language classes in high school and phases of its implementation into the educational process are described in the present article. The educational and cognitive aspects are graphically presented in the system school-university. The educational and regulative students skills (self-control, self-evaluation, self-regulation) developed by the regular use of the technology at classes are listed. The author analyzes the main techniques of formative assessment technology (criteria-based assessment, comment from a teacher, mind map, self-report, feed-back), the implementation of which is thought to be the most effective at university, and give examples of their use at English classes.

Assessment Practices in Outcome-Based Education

2020 ◽  
pp. 50-61
Author(s):  
Lavanya C. ◽  
Jandhyala N. Murthy ◽  
Satyanarayana Kosaraju
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Traditional Method ◽  
Summative Assessment ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Indirect Assessment ◽  
Direct Assessment ◽  
Outcome Based Education ◽  
Teaching Learning

Evaluation is an essential process for the measurement of transformation that a student attains after a teaching learning process. Outcome-based education (OBE) in academics especially in the field of engineering is an accepted philosophy in recent years. The OBE system departs from the traditional method where assessment of students is based only on grades and/or ranks. Output has been the traditional measurement criterion in education field, which does not address the level of transformation in the learner, whereas outcome is the measurement of level of achievement showing the transformation. Assessment tools are required for the measurement of outcome. These tools could be direct tools for direct assessment or indirect tools for indirect assessment. An assessment can be a formative assessment or summative assessment. Learning is complete only if transformation is observable in all the vital aspects of attitude, skill, and knowledge. It is widely accepted that all these aspects can be measured in OBE.

scholarly journals Developing Intercultural Communicative Competence: Formative Assessment Tools for Mandarin as a Foreign Language

2019 ◽  
Vol 16 (Number 2) ◽  
pp. 97-123
Author(s):  
Dorothy DeWitt ◽  
Suet Fong Chan
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Formative Assessment ◽  
Communicative Competence ◽  
Formative Assessments ◽  
Assessment Tools ◽  
Intercultural Communicative Competence ◽  
Intercultural Communication Competence ◽  
Intercultural Exchange ◽  
Linguistic Backgrounds

Purpose - Intercultural communicative competence (ICC) is important in intercultural exchange, to address problems and conflicts which may arise due to miscommunication that results from interlocutors’ diverse cultural and linguistic backgrounds. Interlocutors may have different perceptions and interpretations of communicative behaviour. However, cultural and intercultural aspects seem to be ignored in teaching Mandarin as a foreign language (MFL) in Malaysian higher education institutions. Hence, the ICC level among local MFL learners is unknown. In this study, formative assessments were designed in a culturally integrated MFL module to investigate learners’ level of ICC in a selected Malaysian polytechnic. Methodology - The polytechnic was selected as cultural competency was incorporated in the MFL course. A design and developmental research was carried out to design formative assessment for ICC based on experts’ feedback. The assessment comprised Intercultural Discussion and Reflections, Cultural Discovery, Cultural Quizzes and an Intercultural Communicative Task. They were implemented to assess learners’ ICC. Findings - The results indicate that different forms of assessment were suitable for assessing the respective competences, and that multiple forms of formative assessment should be employed to assess and improve MFL learners’ ICC. Significance - Instructors in higher education could apply these forms of formative assessment to develop ICC among their MFL learners. The assessments could also be extended to intercultural communication competence development in other languages, which is important in a multicultural and globalized society.

Technology-Based Activities as Formative Assessments in the Higher Education Classroom

2020 ◽  
pp. 233-253
Author(s):  
Diana Tang-En Chang ◽  
Jennie L. Jones ◽  
Danielle E. Hartsfield
Keyword(s):  
Higher Education ◽  
Elementary Education ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Formative Assessments ◽  
Assessment Tools ◽  
Assessment In Higher Education

Instructors across a variety of contexts and levels utilize formative assessments to measure students' progress toward meeting learning outcomes. Formative assessments are how instructors gauge whether their students have mastered content or skills or if they require additional practice and support. The purpose of this chapter is to explain how three elementary education professors utilize technology-based activities as formative assessments within their classrooms. In this chapter, the authors address the importance of using formative assessment in higher education classrooms and provide illustrative examples of how various technologies can be used as assessment tools. These examples will include game-based activities (e.g., Kahoot), presentation platforms (e.g., Nearpod), and organizational tools (e.g., Padlet). The goal of this chapter is to help support instructors in higher education who wish to incorporate technological activities while using them as formative assessments when teaching students.

scholarly journals E-Portfolios as Formative Assessment

2021 ◽  
Author(s):  
Nuño Aguirre de Cárcer Girón ◽  
Arturo Mendoza
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Digital Tools ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Digital Portfolios ◽  
Promising Area ◽  
Methodological Principles

This chapter proposes the use of digital portfolios, an innovative formative assessment practice, in the area of the humanities. An initial discussion on the importance of formative assessment practices that integrate digital tools is followed by a detailed description of the methodological principles of portfolios and how to design them, and how to integrate the digital component in its design. We conclude that assessment as reading, as opposed to the traditional summative assessment of reading, is a promising area of innovation in the pedagogy of the Humanities.

Summative Literacy Assessments and How They Imagine Children

2020 ◽  
pp. 368-390
Author(s):  
Catherine Compton-Lilly ◽  
Kerryn Dixon ◽  
Hilary Janks ◽  
Annette Woods
Keyword(s):  
United States ◽  
South Africa ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Literacy Learning ◽  
The United States ◽  
The Other ◽  
Assessment Practices ◽  
Literacy Assessments ◽  
The World

As an international team of scholars, we have individually and collectively encountered a range of summative and formative assessment practices. Some of these assessment practices have originated from other parts of the world as policy practices increasingly entail global borrowing. We open this chapter with two compelling views of childhood; one places the onus on leading, directing, and controlling children's learning; the other views learning as idiosyncratic, unpredictable, and stunningly contingent on each child's vision of the world. We then introduce readers to a summative assessment associated with three countries (Australia, South Africa, and the United States) to explore how the use of these assessments contributes to the proliferation of particular views of childhood. Finally, we discuss the use of three formative literacy assessments that have gained international attention and present alternative visions of childhood and literacy learning.

scholarly journals A comparative study between a computer-based and a mobile-based assessment

2019 ◽  
Vol 16 (4) ◽  
pp. 381-391
Author(s):  
Stavros A. Nikou ◽  
Anastasios A. Economides
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
User Experience ◽  
Summative Assessment ◽  
Assessment Practices ◽  
Content Type ◽  
Desktop Computers ◽  
System Usability ◽  
Computer Based ◽  
Experimental Group

Purpose The purpose of this study is to compare the overall usability and user experience of desktop computers and mobile-devices when used in a summative assessment in the context of a higher education course. Design/methodology/approach The study follows a between-groups design. The participants were 110 first-year undergraduate students from a European university. Students in the experimental group participated in the assessment using mobile devices, whereas students in the control group participated using desktop computers. After the assessment, students self-reported their experiences with computer-based assessment (CBA) and mobile-based assessment (MBA), respectively. The instruments used were the user experience questionnaire and the system usability scale. Findings Attractiveness and novelty were reported significantly higher in the experimental group (MBA), while no significant differences were found between the two groups in terms of efficiency, perspicuity, dependability and stimulation. The overall score for the system usability was not found to differ between the two conditions. Practical implications The usability and user experience issues discussed in this study can inform educators and policymakers about the potential of using mobile devices in online assessment practices, as an alternative to desktop computers. Originality/value The study is novel, in that it provides quantitative evidence for the usability and user experience of both desktop computers and mobile devices when used in a summative assessment in the context of a higher education course. Study findings can contribute towards the interchangeable usage of desktop computers and mobile devices in assessment practices in higher education.

scholarly journals Self- and Peer-Assessment of Student-Generated Podcasts to Improve Comprehensibility in Undergraduate EFL Students

2021 ◽  
Vol 23 (2) ◽  
pp. 67-85
Author(s):  
Albedro Cadena-Aguilar ◽  
Claudia Patricia Álvarez-Ayure
Keyword(s):  
Foreign Language ◽  
Formative Assessment ◽  
Undergraduate Students ◽  
Mixed Methods Research ◽  
Peer Assessment ◽  
Oral Production ◽  
Language Courses ◽  
Efl Students ◽  
Foreign Language Courses ◽  
Sentence Stress

This study reports on a mixed-methods research project into self- and peer-formative assessment of student-generated podcasts in a group of 18 undergraduate students. The aim was to determine whether there were any gains in the spoken comprehensibility of the participants while having them reflect on and adjust their use of suprasegmentals (thought groups, sentence stress, and intonation). Data were gathered from student logs, student-generated podcasts, and a questionnaire. Results unveiled the exhibition of self-regulated behaviours and gains in comprehensibility. This study highlights the importance of helping learners look critically and reflectively at their own oral production and of incorporating training on suprasegmentals within English as a foreign language courses to help learners communicate more effectively within a globalised context.

scholarly journals ASSESSMENT PRACTICES IN FOUR YEARS TEACHER EDUCATION PROGRAMS

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Afshan Huma, Anjum Akhtar
Keyword(s):  
Teacher Education ◽  
Public Sector ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Teacher Education Programs ◽  
Assessment Practices ◽  
Education Programs ◽  
Khyber Pakhtunkhwa ◽  
Assessment Techniques ◽  
Teacher Education Institutions

It was aimed and claimed during the teacher education curriculum reform in Pakistan 2010, that formative and summative assessment and evaluation will be improvised at teacher education institutions, to meet the quality of teacher education programs. The study at hand was conducted in two provinces of Pakistan to review the assessment practices within new four years teacher education programs offered between 2010 - 2018 in two provinces –Punjab and Khyber Pakhtunkhwa. Teachers, students and heads of the institutions were included in the sample of study. Mixed method research design was opted to explore the practices and difference among institutional practices. The findings of the study revealed that Teacher Education Institutions in Punjab practiced more of the modern assessment techniques and yielded better results than Teacher Education Institutions in Khyber Pakhtunkhwa. It was further revealed that Teacher Education Institutions in Private sector practiced formative assessment better than Teacher Education Institutions in the Public sector; while the institutions in public sector were focused more on summative assessment technique. It was concluded that the institutions focusing on modern and formative assessment stemmed into better learning opportunities provided to prospective teachers as compared to the institutions practicing only traditional and summative assessment techniques.

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